Keywords
Abstract
This project analyzes the impact of peer-assisted learning on low-proficiency learners who are tracking behind in English at a technical institution. The project introduces collaborative strategies to upgrade EFL reading skills and expand word knowledge. Theoretically, the model utilizes Krashen’s Affective Filter Hypothesis and social interdependence concepts. It posits that cooperative student teams reduce classroom stress and elevate drive by sharing academic workloads and providing immediate peer feedback. Combining these social dynamics with graded readers and mobile vocabulary applications allows students to digest accessible language input without feeling overwhelmed. Early data demonstrates that this intervention successfully minimizes the achievement gap for technical and finance majors. Furthermore, it advances both their grammatical mastery and the communication skills required in today's workforce.
References
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